Sol: Geography: develop map skills by- recognize basic map symbols, references to land, water, cities, roads

Use cardinal directions on map,

Identify shapes US, VA on maps and globes

Locate Washington DC, capital of us, Richmond,capital of VA, on us map

Make a map of familiar area using basic map symbols in map legend

Describe how location of his her community, climate, physical surroundings affect the way people live including their food clothing shelter transportation and recreation

Lesson Title: How to Make an Apple Pie and See the World Grade Level: 1 –Geography

Objectives: • Trace the route of a girl as she travels around the world looking for ingredients for her pie • Identify map elements. • Identify the types of transportation used by the girl in gathering the ingredients for her pie • Discover that agricultural products we enjoy every day come from many states and countries

Vocabulary: Cardinal directions – north, south, east, and west

• Compass rose – the set of arrows that show where north, south, east, and west are on a map or globe • Legend/key – explains the meaning of the symbols on the map

• Title – the heading of the map that tells what the map shows

• Route - a path which is planned and followed

• Transportation - movement of people and goods from one place to another

Day 1 Monday

Name: Jordan Huffman / Date: 3/16
Subject: Geography / Grade: 1st
Virginia SOL: 1.4 / Start time: 8 / Stop time: 8:30
Lesson Title: Globes/ Maps of the World
Objectives (What do you want students to know, do, or feel as a result of your instruction?)
1. / TSW distinguish between land and water on a globe and define what a globe and a map are

Materials:activeboard, youtube video, blow up ball, globe worksheet, booklets, maps, questions sheet

Intro (how do you capture their attention and get them interested?):
Show what is a globe worksheet/ globe: discuss-- video to go with globe – oceans- land (7 continents of the world) intro to introduce maps/globes and geography unit. The video is 3 minutes and 30 seconds long.
Play game with blow up globe: throw the ball and where your thumb lands that you write with say if its land or water- throw to someone else- one student keep tally on the board- toss about 20 times and show ratio on board that 70% is water and 30% is land
Body (what comes after your interesting intro?
On booklet do our planet- draw it like the globe or flat like a map of the world
make foldable (already made so give out)- write definition for map and globe in first two blanks-type on board for them to copy (key words ch.4)- have them make globe definition up based on what we learned: round model of the earth – write names on back and collect
show different types of maps we are going to be learning with- also online maps- view maps as well to describe with definition (powerpoint)
map: drawing that shows what places look like and where they are
Closure (purposeful summary-help them remember today or anticipate tomorrow):
answer these questions- what is a globe questions- table 1-3 are teams and get 2 questions each – ask them out loud and have them answer
Homework:
none
Assessment: (How will you assess if they have mastered your objectives? Be specific.)
Blow up globe game, writing down the definition in their foldable and articulating the definitions of the terms, answering the questions asked as a review correctly

Day 2:Wednesday 18th because skip 17th- Mrs. Stewart will teach this

Name: Jordan Huffman / Date:
Subject: Geography / Grade: 1st
Virginia SOL: 1.4 / Start time: 8 / Stop time: 8:30
Lesson Title: Globes/ Maps of the World
Objectives (What do you want students to know, do, or feel as a result of your instruction?)
1. / TSW locate the United States on a map and be able to answer questions about the continents and oceans correctly

Materials:activeboard, youtube video, blow up ball, booklets, maps,

Intro (how do you capture their attention and get them interested?):
Have students sit at carpet around edge facing activeboard- sit and read How to Make Apple Pie and See the World
After reading the book ask students to identify ways to travel from one place to another. List modes of transportation on the board, and then have students classify them by air, land, and water. Lay down the big map on the floor of the world- show the book and the girl traveling. Discuss the story by sequencing how the little girl traveled around the world by giving each student a world map. Have them route the countries she went to in order: model where they went-Italy which is in Europe, France also in Europe, srilanka in asia, England back in Europe, North America is Vermont which is in the United States.
Body (what comes after your interesting intro?
Hand out map sheets (where in the world map)-Have students label the continent North America by coloring it red and writing the United States in marker on their maps and color oceans blue and continents green.
As they are working on this they can have the cheat sheet world map that has the names labeled- help with spelling. They can keep this sheet, and they can color it at the end if time! Collect maps they colored for next day.
Fill in our continent flap on booklet- tape will be on Grace’s booklet and she will put the green balled up tissue paper on it.
Looking at the blank map with the animals on it some questions to ask are: how many oceans? (4) How many continents are there? Pieces of land (7)
Closure (purposeful summary-help them remember today or anticipate tomorrow):
So can do next activity in the entrance of next day if we run out of time for this: Throw ball around – thumb land on say land or water out loud and if it lands on North America say North America
Homework:
none
Assessment: (How will you assess if they have mastered your objectives? Be specific.)
Coloring maps and answering questions , blow up globe activity

Day 3: Thursday

Name: Jordan Huffman / Date:
Subject: Geography / Grade: 1st
Virginia SOL: 1.4 / Start time: 8 / Stop time: 8:30
Lesson Title: Globes/ Maps of the World
Objectives (What do you want students to know, do, or feel as a result of your instruction?)
1. / TSW define the words, title, key, scale, and compass rose and be able to locate them on a map and create them on their own.

Materials:activeboard, blow up ball, booklets, maps, foldables, worksheets

Intro (how do you capture their attention and get them interested?):
Hand out maps again-Ask them what is missing that would make it a good map.
Show maps and how the real maps have them. Have students identify map elements and tell them to add the following map elements: title, compass rose, key/legend ( teach these things and have them write them on their maps)
Hand out moving day worksheet- go over definitions of words- title, key, scale, compass rose- Draw a line from the word to the picture- discuss
Body (what comes after your interesting intro?
Go to key word foldable and add definitions for cardinal directions/compass rose, map legends/key, and symbol----have to discuss the pictures in the key are the symbols- hand out symbols on maps sheet and a piece of colored paper each to draw each symbol on as practice.
Closure (purposeful summary-help them remember today or anticipate tomorrow):
Hand out reading a map worksheet-read the symbols and answer questions.
Homework:
none
Assessment: (How will you assess if they have mastered your objectives? Be specific.)
Foldables, worksheet finding the items, practice making their own items